This action research project examined technology practices and how those practices enhanced English student achievements concerning a college portfolio project in two college preparatory British Literature classes at a Colorado high school in Colorado Springs, Colorado, during the 2011/2012 school year. Fifty students participated in the study. Instruments included a student pre- to postquestionnaire pertaining to students’ technology exposure, an observation check sheet pertaining to minutes students were observed using specific technology at the beginning and towards the end of the project, and open-ended student perception questions pertaining to the technology used. Analysis of the quantitative data consisted of paired-samples t tests and independent- samples t tests to compare the Limited Technology Class to the Technology Intense Class pre- to postquestionnaires, post- to postquestionnaires, and portfolio rubric scores. Also, qualitative data were obtained through student answered open-ended perception questions, which were categorized. Results of this study provide information for educators interested in implementing technology tools into their instruction.